BOOSTING FOREIGN-LANGUAGE COMMUNICATION CONFIDENCE THROUGH A SHORT-TERM ICT-BASED INTERNATIONAL WORKSHOP

BOOSTING FOREIGN-LANGUAGE COMMUNICATION CONFIDENCE THROUGH A SHORT-TERM ICT-BASED INTERNATIONAL WORKSHOP

J. Rian, S. THOLLAR, T. Hokimoto, N. HAYATA, Y. ANADA, N. Kuptasthien (2019).  BOOSTING FOREIGN-LANGUAGE COMMUNICATION CONFIDENCE THROUGH A SHORT-TERM ICT-BASED INTERNATIONAL WORKSHOP. 15.

This paper outlines a short-term Information and Communications Technology (ICT)-based international exchange program co-organized by Hokkaido Information University (HIU), Japan, and Rajamangala University of Technology Thanyaburi (RMUTT), Thailand. Participants in this program generally are non-fluent speakers with lower levels of proficiency. The program provides a context and goal that necessitate the use of English as a common language, or lingua franca, between Thai and Japanese students and instructors. The main part of the program consists of two workshops: one at HIU and one at RMUTT. Throughout the workshops, students work in teams of four to produce web pages, short films and computer programs, all in English and using English as their common language. At the end of the workshops, students present their work in groups to peers and teachers in all-English presentations. In order to assess how participation in the program affects students’ attitudes toward using English and interacting with an international community, a 24-item survey was designed, adapted from previous surveys on communication apprehension (CA) and willingness to communicate (WTC). The survey was given to all participating Japanese students before and after the workshops. For comparison, it was also given to a group of Japanese students not involved in the HIU-RMUTT program. Preliminary statistical treatment of student response data suggests significant differences in CA and WTC among program participants compared to non-participants, with more moderate differences between a preprogram survey and a post-program survey. Considerations for future research are offered at the end. 

Authors (New): 
Joel Rian
Simon THOLLAR
Tsukasa Hokimoto
Naohiko HAYATA
Yuichi ANADA
Natha Kuptasthien
Pages: 
15
Affiliations: 
Hokkaido Information University, Japan
Rajamangala University of Technology, Thailand
Keywords: 
International Collaboration
ICT
Communication skills
learning outcomes
Design Implement Experiences
integrated learning experiences
Active learning
CDIO Standard 2
CDIO Standard 5
CDIO Standard 7
CDIO Standard 8
Year: 
2019
Reference: 
Anada, Y., Hayata, N., Thollar, S., Yasuda, M., Shimada, E., Rian, J., Saito, K., Nagao, M., Hokimoto, T., Kuptasthien, N., Tankijviwat, U., Jaithavil, D., Wuthiasthasarn, W., & Nilapreuk, P. (2018). Implementing a collaborative ICT workshop between two universities in Japan and Thailand. Proceedings of the 14th International CDIO Conference, Kanazawa Institute of Technology, Kanazawa, Japan, June 28–July 2, 2018, 560-571. Retrieved from http://ds.libol.fpt.edu.vn/bitstream/123456789/2511/1/98_Final_PDF.pdf: 
Apple, M. (2013). Using Rasch Analysis to create and evaluate a measurement instrument for foreign language classroom speaking anxiety. JALT Journal, 35(1), 5-28. ASEAN University Network website: “ASEAN Credit Transfer System”, Retrieved from http://apps.acts.ui.ac.id/: 
Campbell, D., & Beck, H. (2010). Toward Internationalized Engineering Curriculum and Student Mobility. Proceedings of the 6th International CDIO Conference, École Polytechnique, Montréal, Canada, June 15-18, 2010. Retrieved from http://cdio.org/files/document/file/T2A_Paper_3.pdf: 
Collins, N., & Davidson, D. (2002). From the margin to the mainstream: Innovative approaches to internationalizing education for a new century. Change: The Magazine of Higher Learning, 34, 50–58. : 
10.1080/00091383.2002.10544036
D'Amico, M.L. (2012). L2 fluency and willingness to communicate: The impact of short-term study abroad versus at-home study. US-China Foreign Language, 10, 1608-1625. : 
Davidson, D. (2010). Study abroad: When, how long, and with what results? New data from the Russian front. Foreign Language Annals, 43(1), 6-26.: 
Dwyer, M. (2004). More Is Better: The Impact of Study Abroad Program Duration. Interdisciplinary Journal of Study Abroad, 10, 151-163. Retrieved from https://eric.ed.gov/?id=EJ891454: 
Dwyer, M., & Peters, C. (2004). The benefits of study abroad. Transitions Abroad, 27(5), 56-57. DiSilvio, F., Diao, W., & Donovan, A. (2016). The Development of L2 Fluency During Study Abroad: A Cross-Language Study. Modern Language Journal, 100(3), 610-624.: 
European Commission website: “European Credit Transfer and Accumulation System (ECTS)”. Retrieved from https://ec.europa.eu/education/resources-and-tools/european-credittransferandaccumulation-system-ects_en: 
Hernández, T.A. (2016). Short-term study abroad: Perspectives on speaking gains and language contact. Applied Language Learning, 26, 39–64.: 
Kang, D-M (2014). The effects of study-abroad experiences on EFL learners' willingness to communicate, speaking abilities, and participation in classroom interaction. System, 42, 319-332.: 
Kinginger, C. (2009). Language learning and study abroad: A critical reading of research. New York: Palgrave Macmillan. : 
Leong, H. (2019). "Workshop on CDIO 2030," conducted at the CDIO Asian Regional Meeting, Dalian Neusoft University of Information, Dalian, Liaoning Province, China, 27 March 2019.: 
Llanes, À., & Muñoz, C. (2009). A short stay abroad: Does it make a difference? System, 37, 353 365. : 
Malmqvist, J., Edström, K., & Hugo, R. (2017). A Proposal for Introducing Optional CDIO Standards. Proceedings of the 13th International CDIO Conference, University of Calgary, Canada, June 18-22, 2017, p. 21-36. Retrieved from https://prism.ucalgary.ca/handle/1880/52101: 
McCroskey, J.C. (1997). Self-report measurement. In J.A. Daly, J.C. McCroskey, J. Ayers, T. Hopf, & D.M. Ayers (Eds.), Avoiding Communication: Shyness, Reticence, & Communication Apprehension (pp. 191-216). Cresskill, NJ: Hampton Press.: 
McCrostie, J. (2017). “More Japanese may be studying abroad, but not for long.” Japan Times, 9 August 2017. Retrieved from https://www.japantimes.co.jp/community/2017/08/09/issues/japanesemay-studying-abroad-notlong/#.WpVaX0xuJPY: 
Rees, J., & Klapper, J. (2008). Issues in the quantitative longitudinal measurement of second language progress in the study abroad context. In L. Ortega & H. Byrnes (Eds.), The Longitudinal Study of Advanced L2 Capacities (pp.89-105). New York: Routledge. : 
Rian, J.P. (2016). The roles of English as a lingua franca in a short-term ICT task-based Japan Thailand exchange program. Memoirs of Hokkaido Information University, 27(2), 73-86. Retrieved from https://www.do-johodai.ac.jp/kiyou/pdf/27_2/Joel%20P.%20Rian.pdf: 
Rian, J.P. (2018). Can a short-term exchange program reduce foreign language anxiety? Memoirs of Hokkaido Information University, 29(2), 65-79. Retrieved from https://www.dojohodai.ac.jp/kiyou/pdf/29_2/Rian.pdf: 
Yashima, T. (2009). International posture and the ideal L2 self in the Japanese EFL context. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 144-163). Clevedon, UK: Multilingual Matters.: 
Go to top
randomness